LC 1046 
.N5 N5 
1915 
Copy 1 



--ilEPARTl^ENT OF EDUCATION - THE CITY OF NEW YORK 



A Report 

on the 

Organization and Extension 

of 

Prevocationai Training 

in 

Elementary Schools 



By 
Dr. William L. Ettinger 



1915 



DEPARTMENT OF EDUCAT!ON - THE CITY OF NEW YORK 



A Report 

on the 

Organization and Extension 

of 

Prevocationai Training 



in 



Elementary Scliools 



By 
Dr. William L, Ettinger 



1916 






X). of D. 
FEB \1 »916 



Department of Education 
The City of New York 



March 24, 1915. 

Hon. Thomas W. Churchill, 

President, Board of Education. 

Dear Sir: I have the honor to report to you upon the or- 
ganization and extension of pre vocational training in elementary 
schools, and the progress of the work to date. It seems to me 
of more value to make this report more in the nature of an his- 
torical sketch of what has been done, than to interpret any con- 
clusions thereon, or to make recommendations as to the future. 
These will come later. It is fully understood that the work be- 
ing experimental, any judgments as to its merits or demerits 
should be withheld until a sufficient term of trial is given to in- 
sure its proper evaluation. It should be understood also that 
this work should not be evaluated in terms of the regular aca- 
demic course of study. 

Very respectfully yours, 

W. L. Ettinger, 

Associate City Superintendent. 



Department of Education 
The City of New York 

January 1, 1915. 
Introduction of Prevocational Work 

On January" 22, 1914, the Board of Education adopted the 
following: 

'' 'The Conunittee on Studies and Text-Books respectfully re- 
ports that it has had under consideration a communication from 
the Board of Superintendents, under date of January 13, 1914, 
submitting the following resolution: 

" ''Resolved, That the Board of Education be, and it hereby is, 
requested to approve the following plan of differentiated experi- 
mental courses in the seventh and eighth years of Public School 
62 Grammar, Manhattan: 

"Six courses are recommended, as follows: 

Boys Girls 

1. Academic 1. Academic 

2. Commercial 2. Commercial 

3. Industrial: 3. Industrial: 

(a) Woodwork (a) Dressmaking 

(b) Machine Shop (b) Millinery 

(c) Electric Wiring (c) Pasting and Novelty 

(d) Sheet Metal (d) Power Machines. 

" 'In connection with the foregoing, the Committee on Studies 
and Text-Books of the Board of Superintendents reported as 
foUows: 

" 'At the beginning of the 7A grade the pupils will be divided 
into six sections, i. e., if there are 144 boys in the 7A grade, 
they will be divided into six sections of 24 l^oys each, in accord- 
ance with the courses indicated al>ovc, except that the academic 
and commercial sections may l)e larger than the industrial 
sections. / 

" 'Take Section 1 and follow its history: It is organized origi- 
nally as a machine shop class. The pupils spend nine weeks in 
this woi'k, their afternoons being devoted exclusively to the 
machine shop work as such. Pupils showing unusually marked 
aptitude may be considered as having estalilished their choice. 
Pupils showing marked deficiency in this branch of manual 
work will lie transferred to the academic divison until the nine- 
week unit shall have been completed. The teacher in charge, 
in consultation with the principal, shall be the sole determinant 
of such aptitude or deficiency. 



" 'In the second nine weeks, this section takes a course in elec- 
tric wiring-, where the same procedure is followed as indicated 
above. 

" 'In the third nine weeks, this section takes, in the same 
manner, a course in woodworking*. It is to be understood, 
however, that the section is progressively decreased by the num- 
ber of those whose choice is established. 

" 'In the fourth nine weeks, the section takes a course in sheet 
metal work. 

" 'In the fifth nine weeks, the section takes a commercial course. 
" 'In the sixth nine weeks, the section takes an academic course. 
" 'These courses are intended to give to the boy merely an in- 
sight into the different vocations, in order to disclose to him 
his bent, if he has any. This will enable him to choose wisely 
the high school or vocational school in which to continue his 
education, or the kind of work to i)ursue if he is compelled to 
leave school at once. 

" 'At the close of the 8A grade, this series of experimental 
courses will have been completed. During this time a careful 
study should be made of the entire situation with a view to arriv- 
ing at a decision on the following questions: 

" '1. Shall the differentiated courses be continued as an ef- 
fective mode of inducing intelligent vocational selection? 

" '2. Shall such courses constitute the entire contribution 
of the elementary school in this direction ? 

" '3. Shall a ninth year be added, so as to provide a year 
and a half of intensive work in that industrial or commercial 
work wherein special aptitude has been shown?' 
"Your committee approves of the granting of the request, 
and submits for adoption the following: 

"Resolved, That the plan for differentiated experimental 
courses in the seventh and eighth years in Public School 62, 
Grammar, Manhattan, set forth in the resolution quoted above, 
be, and it is hereby, approved." 

On January 28, 1914, the Board of Education adopted the rec- 
ommendation of the Board of Superintendents that the principal 
of Public School 162, Brooklyn, be authorized to establish an in- 
dustrial course for girls of the seventh-year grade in connection 
with the work of the regular course of that year, the course to 
be followed being that which was recommended by the Board of 
Superintendents at a meeting held on December 18, 1913. The 
plan provided for prevocational classes in millinery, dressmaking, 
novelty work, power machine operating, and home-making. 

In conformity with the above resolutions, the matter of fur- 



nishing- the necessary equipment and supplies, and of installing 
the machinery, was undertaken at once, and finally classes were 
organized in Pulilic School 162, Brooklyn, in Feljruai-y, 1914, and 
in Public School 62, G., Manhattan, in April 1914. From the 
very beginning of the work — as a member of the Committee on 
Special Schools and Special Classes — it was part of my duties to 
supervise this experiment. The prevocational work underlying 
this experiment involves, 

1. Trade preparatory work 

2. Vocational guidance 

3. No loss of essential academic work 

1. The trade or industrial work is to g-ive the boy or g-irl a 
knowledge of fundamental shop processes, and an acftuaintance 
with the tools and appliances used in such processes — all work 
done to be products having a real commercial value. 

2. The vocational guidance is to liecome effective l)y pro- 
viding that the child shall spend a length of time not to exceed 
ten weeks in each of the different shops, for the purpose of af- 
fording an opportunity to discover aptitudes or inaptitudes. 

3. The academic work in English, mathematics, drawing, 
history, and civics, is strongly related to the shop work. 
From the al)ove, it can be seen that a brief definition of the 

prevocational work c()ntemi)lated in this experiment is trade pre- 
paratory^ work plus vocational guidance plus academic training. 

The Visit to Gary 

I had the honor of being a meml)er of tlie party which accom- 
panied the Mayor and the President of the Board on a visit to 
the schools of Chicago, Cincinnati and Gary, in June, 1914. 

After our return from the trip, I received the following com- 
munication: 

"June 18, 1914. 
"Dr. William L. Ettinger, 

" AHWciate City Snperintemlent. 
"Dear Dr. Ettinger: I am asking some members of the 
party that made the trip West to observe the working of voca- 
tional schools, to send me a report giving their impressions re- 
garding the educational activities in the various cities visited, 
with a view to their consideration with reference to the education- 
al system of The City of New York. 

"I should be exceedingly obliged to you if at the earliest date 
possible you would let me have a statement from you. 
"Yours very truly, 

"T. W. Churchill, 

"President, Board of Education," 



On July 2, 1914, I replied to this communication, as follows: 

''July 2, 1914. 
"Hon. Thomas W. Churchill, 

"President, Board of Education. 

"Deae Sir: In reply to your request of June 18, 1914, asking 
me to send you a report giving my impressions regarding the 
educational activities in the various cities visited by the party 
that made the trip West, with a view to the consideration of 
these impressions with reference to the educational system of 
The City of New York, I beg leave to report as follows: 

"As I take it, the aim of the visit was not to compare critically 
the educational work of the cities visited with the educational 
activities of The City of New York, but to note, if possible, 
educational activities and principles which could be used with 
advantage in our school system, more particularly in the Ime of 
vocational training. 

"Let me say at the outset, that as far as the discovery of anything 
new or valuable in relation to the development of vocational work 
along elementary lines, I saw nothing comparable either in scope or in 
application with the work of our vocational, schools, or of our prevoca- 
tional experiment in elementary schools. 

"Let me state briefly the points which appealed to nie as val- 
uable in themselves and susceptible of application to our New 
York public schools: 

H; * >'; ^ 5[c ^ 5l< 5[s ^ ^ ^ :f: sf: ;1; ^; ^ ;!< sic 5}: 5t: 

' 'The Emerson School of Gary, Indiana, embodying the educa- 
tional ideas of Superintendent William Wirt, is fruitful in valu- 
able suggestions. 

"It is a grade school, a playground, a workshop, and a social 
centre ~ all in one, and under one inanagement. It is truly a 
Communal School; it is a composite school with composite 
courses, and embraces all grades — kindergarten, elementary, and 
high school. It has an eight-hour school day — six hours of this 
time is taken up with the regular school program, including one 
hour for lunch — and the remaining two hours are spent by the 
child either in supervised play, supervised industrial occupations, 
supervised agricultural occupations, or supervised social activ- 
ities. Superintendent Wirt's idea is to substitute supervised 
play, and supervised occupational activity, for the non-supervised 
play of the streets. 

"The administration of the Emerson School embraces the 
widest use of the school plant. The school is never idle; it is 
working every day and every week during the year; it accom- 
modates pupils to the extent of double the number of class sit- 



6 . 

tings; it does this tlirough the widest use of shop, auditorium, 
gymnasium, playgrounds, and gardens. Because of flexibility 
in grading and promotion, the child who is withdrawn from 
school for any reason, can resume work without danger of retar- 
dation. Vacation periods are not necessarily confined to the 
summer months. 

"On the teaching side. Superintendent Wirt's idea is one of 
special fitness for the character of subject taught — specially 
trained teachers for the special sul)jects — the regular grade 
teacher for the academic subject — the skilled mechanic for the 
vocational subject. 

"In the Emerson School, vocational guidance begins from the 
earliest period of school life. The kindergarten pupil sees the 
pupil at work in the shop; later the pupil is permitted to play in 
the shop; still later, the child helps the older pupil in laboratory 
and in shop; finally, he has his opportunity to become a shop 
worker. Behind it is an impelling motive. Everything which 
is made in the shop is to be used as a definite part of the school 
supply, or the school equipment, so that the strongest stimuli- 
curiosity, interest, imitation, motive, the sense of achievement 
—are all urging the child in the direction of a vocational aptitude. 

"Here I vmuld add a word of caption. In my opinion, vocational 
work in the Ememon Sehonl is not the best tijpe of vocational trainimj. 
The industrial occupations are all organized with a view to reducing 
the cost maintenance of the school, plant and equipment. The work 
is, therefore, necessarily restricted to Hie particular articles required 
in the upkeep of the school. On this side there is a possibility of ex- 
ploitation of the child without proper regard for higher development 
in vocational training. 

"Respectfully submitted, 

"W. L. Ettinger 

"Associate City Superintendent.^'' 

On July 14, l',)14, I received the following communication: 

"July 14, 1914. 
"Dr. Wilijam L. Ettinger, 

"Associate City Superintendent. 
"Dear Sir: Will you please meet me in Room 202, Hall of 
the Board of Education, on Wednesday, July 15th, at 3 p.m., in 
order to discuss with Mr. William Wirt, Superintendent of 
Schools, of Gary, Indiana, the methods pursued in those schools, 
and to inquire into the possible experimental introduction of 
some of these methods into the public schools of this City. 
"Yours very truly, 

"T. W. Churchill, 

"President, Board of Education." 



Superintendent Wirt's Report 

On July 30, 1914, Superintendent Wirt submitted a report 
to President Churchill. This report contained the following 
recommendations: 

I. That at least six schools representing different types 
of facilities be organized on the duplicate school plan in co- 
operation with community educational facilities. 

II. That school repair and construction shops be estab- 
lished in these schools, under the control of the Building, 
Supply, and Auditing Departments. 

III. That these practical shops in connection with the heat- 
ing and lighting plants, lunch rooms, manual training, domes- 
tic science and art, etc., be used as pre vocational and voca- 
tional education laboratories. 

The President requested Dr. Haaren and myself to report up- 
on the feasibility of Superintendent Wirt's recommendations. 
On August 11, 1914, we submitted the following: 

ITEMS IN SUPERINTENDENT WIRT'S PLAN WHICH 
CAN BE PUT INTO OPERATION 

1 . One quarter or thereabouts of the number of classrooms 
in certain buildings to be remodelled for shops. 

2. Selection of certain schools that have auditorium, shop, 
and playground space. 

3. The operation of practically duplicate schools in half 
a dozen selected school plants. The ones recommended for 
this are: 

P. S. 64 and 95, Manhattan 

P. S. 47, Bronx (afterwards changed to P. S. 45, Bronx) 

P. S. 5 and 158, Brooklyn 

P. S. 77, Queens (afterwards changed to P. S. 85, Queens) 

P. S. 1, Richmond 
These schools can be arranged on the duplicate school plan, 
provided the necessary alterations are made; namely, the conver- 
sion of certain classrooms into workshops and the equipment of 
tne workshops. 

ITEMS WHICH CAN BE PUT INTO OPERATION 
WITH MODIFICATIONS 

The matter of conducting a school, including high school 
grades in the one building, can be put jnto operation in 
P. S. 1, Richmond 
P, S. 47, Bronx 



The reason why these schools are selected, is that they ai-e at 
a great distance from regular high schools and would att'ord 
high school training to children who would not otherwise attend 
high school. 

The objection to putting high schools in the other schools, is 
that it is unnecessary to conduct a separate high school in ele- 
mentary school buildings, when fully equipped complete high 
schools, offering a number of advantages, are within reasonable 
distance of the pupils' residences. 

ITEMS WHICH WE DO NOT APPROVE 

1. The placing of children under twelve years of age in reg- 
ular shops. 

2. The confining of vocational training to repair work to 
I'educe the cost of maintenance. We believe that vocational 
work should not be confined to repair work and other work, 
merely for the purpose of reducing the cost of maintenance. 
We believe that vocational training should be conducted ac- 
cording to a definite program and should be an integral part 
of the school course. Such work should be brought into 
close relation with the regular academic work of the grade. 
After a careful examination' of tlie program of the Gary schooh,a^ 

dated by Superintendent Wirt, we have been unable to find a definite 
plan of vocational training contained therein. 

Although we can put duplicate schools into one building, we do 
not believe in dividing the responsibility between two principals 
or of dividing the work of principals so that one would have 
charge of instruction, and the other of the business side. What 
we propose is to put all the work in a building under the charge 
of one principal, and give him an able assistant. 

Finally, we desire to call the attention of his Honor the 
Mayor, and of the President of the Board of Education, to the 
fact that this work will require additional service from the 
teachers and the principals, and that additional compensation 
for this extra service ought to be provided if the work is to be 
a success. 

We suggest that one thousand dollars ($1000) be added to the 
salary of the principal in charge, and that the salary of each 
teacher be increased by one-sixth of the amount fixed for such 
teacher in the present schedule. 

Our plan contemplates such an adaptation of the work which, 
while it will provide for the visitation of the shops by children 
of the first four years, will not i-equire them to w^ork in the 
shops. It will also provide a definite plan of vocational train- 
ing for the children in the last two years of the course according 
to the lines laid down in the experiment now being conducted in 



9 

Public School 162, Brooklyn, and Public School 62, Manhattan. 

J. H. Haaeen, 
W. L. Ettinger. 

On August 12, 1914, Dr. Haaren and myself attended a con- 
ference at the Mayor's office. The President of the Board, the 
Mayor, and others were present at the conference. The plan 
outlined above was discussed and approved, and the Mayor ex- 
pressed his desire that the work should proceed as rapidly as 
possible. It was understood that immediate steps would be take- 
en to make the structural changes necessary to convert class- 
rooms in the several school buildings into shops. Superin- 
tendent Wirt, who was in Gary, was requested to come to New 
York. This he could not do at the time. Thus it became 
necessary to proceed without the benefit of his presence and 
assistance. At your request SuiDerintendent Snyder and myself 
visited school buildings with a view to determine what changes 
should be made. Mr. George J. Loewy, Principal of the Murray 
Hill Vocational School, was asked to give us the benefit of his 
expert knowledge. During the remainder of the month of 
August many schools were visitedand thoroughly inspected with 
a view to ascertain their suitability for the establishment of this 
experiment. After many visits, we finally selected the follow- 
ing schools: 

P. S. 64, Manhattan - William E. Grady, Principal 

P. S. 96, " -John E. Wade, 

P. S. 5, Brooklyn - William J. O'Leary, 

P. S. 168, " - William F. Kurz, 

P. S. 86, Queens - John J. Dempsey, 

leaving the school in The Brpnx, and the school in Richmond 
to be determined thereafter. I desire here to bear witness to 
the energy and co-operation of the Building Bureau, particularly 
Superintendent Snyder, for the rapidity and thoroughness with 
which the structural changes in the schools' were effected. Too 
much credit cannot be given to Mr. George J. Loewy, Principal 
of the Murray Hill Vocational School, whose advice in the 
matter of these changes undoubtedly saved the Building Bureau 
considerable expense, and who designed and planned the equip- 
ment of the shops down to the smallest item. When the scliools 
opened in September, the changes had been made, and all that 
remained was to install the equipment. This was necessarily the 
slowest part of the work, as the several amounts involved made 
it necessary to print the specifications and to receive bids. 

Nevertheless, the equipment has been completed and the shops 
are in operation. 



10 

Authorization of the Experiment 

On September 16, 1914, the following communication was 
read at the meeting of the Board of Education: 

"New York, Septemher 14, 1914. 

"To the Members of the Board of Education, 

"Ladies and Gentlemen: His Honor the Mayor, as you 
are well informed, has manifested a gi-eat interest in industrial 
education. He appreciates the efforts that have been expended 
in this city along- the line of vocational education, which have 
resulted in the establishment of day vocational and trade schools, 
of evening trade schools, of continuation classes of various 
kinds, and of prevocational education. He desires, however, to 
have a greater extension of this work than has been possible 
heretofore with the means at the command of the Board of 
Education. 

"He has recently visited several cities of the West, which 
present unusual forms of industrial education, has invited some 
of the leaders in these movements to present their views on 
education before the citizens of New York, and has, in conjunc- 
tion with myself, invited two of these leaders to spend some 
time here and to report on ways and means of improving the 
conduct of industrial education and of introducing new fea- 
tures into it. Two of these educators have submitted reports, 
one looking to the introduction of the part-time and to the ex- 
tension of the continuation scheme of instruction, and the other 
looking to the introduction of an idea whereby two schools, prac- 
tically independent, may be made to occupy the same building 
with a program arranged for the recreation of the pupils, as 
well as for their instruction in industrial work. This plan also 
involves the extension of the school day to eight hours. 

"These reports were submitted by me to two of the Associate 
City Superintendents and were studied carefully. The result of 
these studies was presented at a conference which his Honor the 
Mayor held. There were present several of the leading City offi- 
cials, the chairmen of some of the committees of this Board, some 
of the executive officers of the bureaus of the Board of Education, 
as well as two Associate City Superintendents and myself. 

"As a result of this conference, his Honor the Ma^yor, with 
the advice of the City Comptroller and the gentlemen referred 
to, agreed to further an application for setting aside about two 
hundred and fifty thousand dollars ($250,000) for the purpose of 
introducing a scheme of prevocational work in about six elemen- 
tary schools, in which recreation would have a prominent part 
of the school program. The sum set aside was also to cover 
the expense of putting into operation continuation and i3art-timQ 



11 

instruction in manual high and commercial high schools, and to 
provide added equipment for present workshops in order that 
manual training along vocational lines might be extended. These 
conclusions were arrived at after careful consideration. I present 
them to this Board in the hope that steps will be taken at once 
to put what was agreed upon at the conference into operation. 

"I suggest that the Board waive all By-Laws that may stand 
in the way of the successful opei^ation of these plans, in order 
that whatever there is of value or of possible benefit in such 
education in this City may be covered, unencumbered by anything 
which might militate against the success of the experiment. 

"Further, in order that this work may be carried to a success- 
ful issue, I recommend that the City Superintendent of Schools 
be requested to assign two of the Associate City Superintendents 
to develop the work of vocational and industrial education in our 
schools; that these Associate Superintendents have full jurisdic- 
tion in the matters of vocational and industrial training in the 
manual high and commercial high schools, as well as in voca- 
tional, trade and elementary and evening schools. I request the 
Committee on Vocational Schools and Industrial Training of the 
Board of Education to co-operate, as I know they will, in the 
furtherance of this experiment, and I recommend that the Board 
of Superintendents be requested to give the Associate Superin- 
tendents to be assigned to this work all latitude in this matter. 

"I feel that this is an important forward step in education. 
I ask your co-operation and the co-operation of all citizens, as I 
feel con^dent that the results of these experiments will go far in 
extending the important work in industrial training already 
under way. 

"Respectfully yours, 

"T. W. Churchill, 

"President, Board of Ed Jication.''- 

At the same meeting, the following was presented from the 
Board of Superintendents: 

"New York, September 15, 1914. 
"To the Board of Education.- 

"I have the honor to present the following resolutions, which 
were adopted bj' the Board of Superintendents at a meeting held 
on the 14th inst: 

" ^Resolved, That the Board of Superintendents recommends to 
the Board of Education, the introduction of prevocational train- 
ing in connection with social activities in Public Schools 64 and 
95, Manhattan; Public Schools 5 and 158, Brooklyn;Public School 
85, Queens; and in one school in The Bronx, and one school in 



.12 

Richmond to he hereafter selected; and that the subjects to be 
taught therein shall be, in addition to the academic studies, work 
in wood and metal, printing-, electric wiring and installation, 
trade drawing and industrial sul)jects for girls (sewing, dressmak- 
ing, millinery, novelty work and housekeeping.) 

" 'Re solved. That the accompanying time schedule of a plan for 
providing for vocational instruction in the schools, as presented 
to the Board of Superintendents on Septeml»er 10,1914, by As- 
sociate City Supermtendent Ettinger, and elaborated by the 
Committee on Studies and Text-Books of the Board of Superin- 
tendents, be approved, and that notes of exi)lanation to this plan 
l)e prepared. 

" 'EerWlved. That the Board of Superintendents recommends to 
the Boai-d of Education that the necessary supplies for these 
classes be furnished and that the etiuipment necessary for carry- 
ing on this work be installed in the schools.' 

"Respectully submitted, 

"William H, Maxwell, 

"Cliainiian, Board of Supevmtendents." 

The time schedule referi-ed to in the second i-esolution of the 
Board of Supei'intendents and afterwards designated in the ex- 
planatory schedules as Schedule G, is as follows : 



13 





SCHEDULE G 








Time Schedule 






X School 


Y School 


8.30 to 9.30 


Regular \ ' 

classes ( Academic 
Vocational I work 

classes; 


Vocational cl 


asses in shop 


9.30 to 10.30 


Regular \ 


Vocational ci 


lasses in shop 




classes ( Academic 


Regular classes in audit o- 




Vocational (" work 


~ rium, gymnasium, play- 




classes; 


ground 




10. 30 to 11.30 Vocational classes in shop 


Regular ) 


1 




Regular classes in gymna- 


classes ( 


^ Academic 




sium, auditorium, play- 


Vocational I 


work 




ground, etc. 


classes -' 


1 


11.30 to 12.30 Lunch 


Regular "] 


1 






classes i 


' Academic 






Vocational j 


, work 






classes J 


1 


12.30 to 1.30 


Regular \ 

classes ( Academic 
Vocational ( work 

classes ' 


Lunch 




1.30 to 2.30 


Vocational classes — 


Vocational classes- 




Shop 


Academic 






Regular classes 


Regular classes 




1.30 to 2.00— Academic 


1.30 to 2.00 — 


Gymnasium, 




work 




auditorium, 




2.00 to 2.30^-Gymnasium, 




playground 




auditorium, 


2.00 to 2.30 — 


Academic 




playground, 








etc. 






2.30 to 3.30 


Vocational classes- 


Regular ] 


1 




Shop 


classes ( 


J. Academic 




Regular cla.sses— at play 


Vocational ( 


work 




or in social activity 


classes J 


1 


3.30 to 4.30 


Vocational \ 


Vocational ' 


( 




classes I Play, social 


-classes 


J, Play, social 




Regular ( activity, etc. 


Regular ( 


activity, 




classes) 


classes; 


' etc. 



This program was tentative, and subject to modification. 

At the same meeting, Mr. Gillespie, on behalf of the Committee 
on Elementary Schools, offered the following- resolutions, which 
were adopted by- a unanimous vote: 

"Resolved, That the Board of Education approves of the organ- 
ization of prevocational work in Public Schools 64 and 95, Man- 
hattan, in Public Schools 5 and 158, Brooklyn, and in Public 
School 85, Queens, and requests the City Superintendent of 
Schools to assign Associate City Supermtendent Ettinger to the 
organization and supervision of vocational schools and of prevo^ 
cational classes iu elementary schools. 



14 . 

""Resolved^ That any provisions of the By-Laws inconsistent 
therewith be, and they arc hereby, suspended for the purposes 
of the foreooinj>' resolution." 

On September 21, 1914, I received the following- communica- 
tion fi-om the City Superintendent of Schools: 

"September 21, 1914. 

""Dk. William L. Ettinger, 

Associate City Supe7-i}itendeHt. 

"Dear Sir: In accordance with a resolution adoted l)y the 
Board of Education on September sixteen, which reads as follows: 

" 'Resolved^ That the Board of Education approves of the organ- 
ization of prevocational work in Public Schools 64 and 95, Man- 
hattan, in Public Schools 5 and 158, Brooklyn, and in Public 
School 85, Queens, and requests the City Superintendent of 
Schools to assign Associate City Superintendent Ettinger to the 
oi-ganization and supervision of vocational schools and of prevoca- 
tional classes in elementary schools. 

'Thereby assign you to the supervision of vocational schools 
and of prevocational classes in elementary schools. 

"You will be good enough to report to me all instructions which 
you issue to the principals of these schools, and of recommenda- 
tions made by principals, and to notify me of all conferences you 
hold, and, generally, to keep me informed of the progress of the 
experiment. 

"Very truly yours, 

"W. H. Maxwell, 

City Superintendent of Schools.^' 

On September 9, 1914, anticipating the program afterwards 
adopted by the Board of Education, and desirous of beginning- 
the organization of the work at an early date, I had called a con- 
ference of the pi'incipals of Public Schools 64 and 95, Manhattan; 
5 and 158, Brooklyn; and 85, Queens, and laid before them the 
pi'ogram afterwards submitted to the Board of Superintendents 
for their approval. The princii)als were instructed 

1. To organize their schools on a two-unit plan; i.e., two 
duplicate schools in one building. 

2. To provide for a wider use of a gymnasium, auditorium, 
and playground. 

3. To take advantage of pul)lic libraries, parks, and indus- 
tries, and home co-operation. 

4. To select their teachers, and organize their shops imme- 
diately upon the installation of the necessary equipment, 



15 

5. To be careful that the program involved no loss of aca- 
demic training for pupils not in pre vocational classes, and to see 
to it that the academic training of the pupils in prevocational 
classes was strongly related to the shop work. 

6. To communicate with the parents of the children in the 
seventh and eighth-year grades for the purpose of ascertaining 
whether they desired their children to undertake the prevoca- 
tional course. 

T. To point out to the pupils and to the parents the char- 
acter of the courses offered to pupils taking prevocational work. 
The following is a sample of the circular sent by the princi- 
pals of the schools to the pupils of the seventh and eighth- 
year classes, and to the parents of these pupils : 

P. S. 64, Manhattan 
September, 1914. 

CIECULAR OF INFORMATION CONCERNING 
PREVOCATIONAL CLASSES 

Pupils of 7th and 8th year classes, and parents of satd pupils. 

I. — The Board of Education is prepared to offer to pupils of 
this school a choice of two courses of study to be followed 
. by 7th and 8th year classes. 
The courses planned at present are, 
(la) An Academic Course, preparing for graduation and for 
entrance into a high school such as DeWitt Clinton, 
High School of Commerce, or East Side Evening High 
School. The studies pursued in this course are the or- 
dinary school subjects including manual training in the 
work shop. 
{b) Prevocational Academic Course, preparing for graduation 
and for entrance into the Murray Hill Trade School, and 
Stuyvesant High School, the Hebrew Technical School 
(on application), or the various technical courses offered 
in the evening in such schools as the East Side Evening 
High School (P.S.20), Stuyvesant High School, Hebrew 
Technical School, P.S.27, in East 42d St., etc. 
In this Prevocational Course, there will be two groups of study: 
First - Academic work consisting of the essentials of English, 
arithmetic, science, history, and geography, and 

Second - The study of the theory and practice of mechanical 
drawing, freehand drawing, electric wiring, garment design, join- 
ery, sheet metal work, machine shop practice, printing, plumb- 



16 

ino", and sign painting. The chief aim of these courses, which pro- 
vide 3 hours of instruction daily, is not to prepare boys directly for the 
trades, but to help them to discover whether or not they have the ability to 
follow up the study of any one of the several trades in the advanced 
schools already mentioned above. 

II, After careful consideration of this matter, you and your 

son are requested to sign the card that accompanies this 
notice, indicating by the use of the numbers 1,2,3 in 
the left margins the three courses to which you give 
preference. On Thursday morning the pupil shall 
return the card to the teacher fully endorsed. 
III. — In order to assist you to reach a decision in this matter, 
your attention is directed to the following: 
{a) The choice of courses is purely voluntary. However it 
will hardly be possible to accommodate in the shops all 
the 7th and 8th year pupils who will wish to take the 
various courses. The principal will make the best 
assignments possible under the circumstances. 
(b) Both courses lead to graduation in this school at the close 

of the 8th year. 
(r) In case your son's mental ability and inclinations, and your 
financial ability are such as to make it desirable for him 
to study a profession or to enter commercial life, the 
regular academic course will prepai-e him for graduation 
and admission to such high schools as DeWitt Clinton, 
and High School of Commerce. 
{d) However, in making your choice, remember that of every 
hundred people in the United States only 30 work outside 
the home, and of that 30, two are in professional life, 
while 6 are in domestic service, and 9 are in manufac- 
turing and mechanical work. The shop classes are 
intended to help this last group, into which most of our 
pupils always go, to discover the line of work for which 
they are best fitted. Instruction in various sulijects in 
periods of 10 weeks each should enable each boy to dis- 
cover his ability to do a certain line of work. 
(e) The value of such training both to the individual pupil 
and to the city can easily be presented in terms of money. 
The average graduate or the pupil who leaves school during 
the 6th and 7th years, has little or no knowledge of the line of 
work he is best fitted to do, or the kind of job that in the 
long run will pay the greatest wages. Of the 40,000 boys who 
secure work papers each year in this city, many go into "blind 
alley" jobs, such as messenger boy, newsboy, errand boy, wagon 
boy, etc., or into trade or factory jobs that require a low degree 
of skill. In a short time they reach the highest possible wage 



1? 

paid to workers in that line of business, and must seek new 
employment if they wish to secure either greater wage or a better 
chance of advancement. All the time thus spent in the "blind 
alley" job is wasted. On the other hand, a pupil who has dis- 
covered his real abilities and has remained in a school long 
enough to develop a fuller skill and more complete knowledge, 
has a much better chance to gain high wages in trades that al- 
ways present opportunities of advancement to the diligent compe- 
tent worker. 

The following comparisons based on recent investigations 
should be carefully considered: 

The unskilled laborer with little training, at the age of 22 earns 
$10 a week, and seldom earns a higher wage. Thus, assuming 
that he works 52 weeks a year for 20 years, his net earnings are 
$10,400. 

The trade worker with little schooling and shop instruction 
only, at 22 years of age, earns $13.25 a week; he may finally earn 
as much as $16 a week. His greatest net wages for 20 years 
will amount to $16,540. 

On the other hand, trade workers with a good elementary school 
education who enter trade schools and remain there until 18 or 19 
years of age, earn $12 a week on their entrance into trades, and 
rapidly rise to $20, or $25 a week. His net income, as the result 
of this additional preparation, is $26,000 for the same period, or 
2/^ times greater than that earned by the unskilled learner. In 
other words, the net dividend on the education to be gained in 
the combined elementary and trade school would amount to 
$15,000. 

Whether or not the work in the school shops will be successful 
depends partly on your earnest intelligent co-operation with the 
school authorities. I trust you will do your utmost to assist us 
(a) by keeping your son m school until he graduates, (h) by 
assisting in the selection of courses in case you wish him to take 
the prevocational work, (c) by doing all in your power to encour- 
age him to work intelligently in the particular subject selected. 
Such co-operation will not only insure the success of your boy, 
but will repay the City of New York for its generosity in its 
attempt to secure the increased industrial eiBciency of its citizens. 

' Principal. " 



18 

On October 8, 1914 the Board of Superintendents adopted the 

following resolution: 

"October 8, 1914. 
"To the Board of Superintendents: 

"Resolved, That the Board of Superintendents hereby authorizes 
the organization of prevocational classes in the schools heretofore 
designated by the Board of Education, as follows: 







Machine 




Electric 










Shop 


Sheet 


Wiring 




Book- 




School 


Practice 


Metal 


Installation 


Plumbing 


binding 


64, 


Manhattan 


1 




2 




- 


95, 


(.i 


1 




2 




- 


5, 


Brooklyn 


1 




2 




1 


158, 


i(. 


1 




2 




- 


85, 


Queens 


1 




2 




- 








No-uclty 


Wood- 


Trade 


Potver 




School 


Millinery 


n.uork 


nvorking 


draavinq 


?nachine 


64, 


Manhattan 


- 


- 


1 


2 


- 


95, 


(( 


- 


- 


1 


2 


- 


5, 


Brooklyn 


1 


1 


1 


2 


1 


158, 


a 


1 


1 


1 


2 


1 


85, 


Queens 


1 


1 


1 


2 


1 






Dress- 


Homc- 


Sign 


Garment 






School 


making 


m a king 


paintinv^ 


designing 


Printing 


64, 


Manhattan 


- 


- 


1 


1 


1 


95, 


( i 


- 


- 


- 


- 


1 


5, 


Brooklyn 


1 


1 


- 


- 


1 


158, 


(I 


1 


1 


- 


- 


1 


85, 


Queens 


1 


1 


- 


- 


1 



'Respectfully sul)mitted, 

"W. L. Ettinger, 

"Associate Ctty Superintendent.^' 



LICENSING AND SELECTION OF TEACHERS 

The shops having been equipped, and the organization of the 
schools having been arranged for, it became necessary to provide 
for the employment of shop teachers. 

On April 8, 1914, the Board of Education amended Section 
72a of the By-Laws to read, as follows: 

"iV a — SUBSTITUTE TEACHER OF VOCATIONAL OR TRADE SUBJECTS 

"Sec. 72 a. To l)e eligible for license as substitute teacher of a 
vocational or trade subject in an elementary school, the applicant 
must have the following qualifications: 



19 

"(a) Five years' experience as a journeyman wage-earner in 
the particular line of work in which the applicant seeks a license. 

"(b) A general education satisfactory to the Board of Examin- 
ers. This amendment to be considered in effect from and after 
February 1, 1914. 

On April 22 1914, this by-law was further amended so as to 
lower the time of experience required as a journeyman wage- 
earner from five years to three. 

In my judgment, the term of experience instead of being low- 
ered should have either remained at five years, or should have 
been extended. What is needed in the prevocational classes is a 
highly skilled mechanic who is thoroughly familiar with shop 
conditions, and whose experience has been broad enough to give 
him thorough technical' skill combined with a wide knowledge 
of the machines, tools, and processes relating to his particular 
trade. 

The matter of licensing the applicants for teaching prevoca- 
tional subjects was placed by the Board of Examiners in the 
hands of Examiner O'Connell. This was no easy task, and Mr. 
O'Connell is entitled to merited commendation for the manner 
in which he endeavored to discharge this onerous duty. 

The following statement shows the number of positions in the 
prevocational subjects, and the number of applicants licensed, 
as compiled from the lists forwarded to my office: 



Subject No. 


of Positions 


No. of App/ican. 


Machine Shop 


5 


13 


Sheet Metal 


5 


5 


Electric Wiring 






and Installation - 


10 


26 


Plumbing 


5 


16 


Printing 


5 


13 


Wood working 


5 


31 


Bookbinding 


1 


1 


Sign Painting and 






Show Card Writing 


1 


2 


Garment Design 


1 


2 


Trade Drawing 


10 


19 


Millinery 


3* 


92* 


Novelty Work 


3 


4 


Dressmaking 


3* 


106* 


Power Machine 


3 


6 


Home Making 


3 





Total 







63 33§ 



20 . 

It seems to me that the Board of Examiners undertook unnec- 
essary labor in the matter of licensing *millinery and *dressmak- 
ing teachers. 198 for six positions certainly made for wide 
latitude in the choice of teachers. It was also prevocative of 
considerable unpleasantness ♦^o the Associate Superintendent in 
Charge, as he had the unenviable duty of interviewing each appli- 
cant several times. I do not know the exact character of the ex- 
aminations which applicants underwent, but I question the 
advisability of any examination for teachers of trade subjects 
other then a review of the credentials showing trade experience, 
a practical test of his experience, and an estimation of the appli- 
cant's personality. The requirement of a formal examination 
involving academic questions is not only not the best way to 
o'otain the most efficient trade teachers, but, in my opinion, it 
results in depriving the schools of the services of good teaching 
material. A mastery of trade technique, and an ability to do the 
work under standard trade conditions, are the qualities which 
should be sought for rather than an ability to pass a written 
test. 

SELECTION OF SHOP TEACHERS 

The selection of teachers was placed solely in the hands of 
the principals of the schools having prevocational departments. 
The principals interviewed applicants for a given position, made 
selections, and sent the names of those selected to the Associate 
Superintendent in Charge. 

ORGANIZATION OF SHOP TEACHERS 

It seemed proper to oi'ganize the shoi) teachers into a council, 
w^ith a president, secretary, and shop committees. Each group 
of teachers of the same suljject is a Committee on that subject. 
Each Committee meets from time to time and devises a graded 
series of shop exercises. The Chairmen of the respective Com- 
mittees submit their reports to the general council. The princi- 
pals of the schools, the prevocational academic teachers, and the 
associate superintendent in charge, attend the meetings of the 
council. 

The council of shop teachers has been of great constructive 
assistance in the development of a suital)le course in trade pro- 
cesses and trade problems. The result of their work will be 
shown later in the report. 

OROANIZATION OF THE EXPERIMENTAL SCHOOLS 

Soon after the opening of the school term on September 14, 
1914, I called into consultation the principals of the schools ef- 
fected, namely, the principal of Public School Nos. 94 and 95, 



21 

Manhattan: Public School Nos. 5 and 158, Brooklyn; and Public 
School No, 85, Queens, and we proceeded to plan, the details of 

I— THE CHANGES IN THE ACADEMIC SCHOOL ORGANIZATION NE- 
CESSITATED BY THE ALTERNATING PROGRAM INTENDED TO 
INSURE A WIDER USE OF THE SCHOOL PLANT. 
II — THE ORGANIZATION OF THE PREVOCATIONAL WORK. 

Each of these problems will be discussed in turn. 

I — CHANGES IN THE ACADEMIC SCHOOL ORGANIZATION. 

The introduction of the alternating- program presented certain 
difficulties because of the necessity of using social agencies adja- 
cent to the school. 

Thus the X school is in classroom between the hours o^ 8:30 
and 10:30 and between the hours of 12:30 and 2:00, but is out of 
room between the hours of 10:30 and 11:30 and the hours of 2:00 
and 2:30. During the out of room time the classes of the X 
school are accommodated not only by means of such facilities as 
the school building possesses; namely, the playground and the 
auditorium, but also in the park, library, or settlement house 
that may be adjacent to the, school. Thus to give specific illus- 
tration, the out of room time of the classes of the X school in 
Public School No. 61 is distributed in terms of the school auditor- 
ium, the gymnasium of the Christodora House, the Tompkins 
Square Public Library, and the athletic field in Tompkins Square 
Park. 

A necessary preliminary step was the principals' con^^ultation 
with the various' executives controlling these social agencies. 
The manner in which these various agencies lent their cheerful 
co-operation to the development of our plans was gratifying to 
a high degree and speaks well for their sense of civic pride and 
responsibility. While limited financial ability and the demands 
of departmental organization have as yet made it impossible for 
some of these agencies such as the Park Department, and the 
Public Library System to make all of the changes contemplated, 
we confidently hope to secure the necessary changes in the near 
future. 

For example the attached blue print shows the changes in the 
present equipment of the athletic field in Tompkins Square Park 
which have been suggested by the Honorable Cabot Ward, Com- 
missioner of Parks. 



22 



AVE. A 




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5 



AVE 



Once having' secured the necessary permission to make use of 
these neighborhood agencies, the problems of the deveh)pment 
of schedules and of instructions necessary to insure an econom- 
ical use of the same presented phases of work that were both 
novel and difficult. Thus the accompanying composite schedule 
used in Public School No. 64 shows the distribution of "out of 
room" time for the classes of the X school between 10:30 and 
11:30, and between 2:00 and 2:30 daily, and for the Y school be- 
tween the hours of 9:30 and 10:30, and 1:30 and 2:00 daily. 

Typical instructions issued with reference to the schedule of 
work to be done by classes during such periods are the following: 



23 
a — Assembly in auditorium 

X School 10:30 to 11:30 f f "!°^ Sroup, Monday, Wednesday, Friday) 
(Junior 1 uesday, 1 hursday ) 

Y School 9:30 to 10:30 f ?^"'°'' S""?!^?' Monday, Wednesday, Friday) 

(Junior 1 uesday, I hursday ) 

Teachers shall alternate in taking general charge of the assem- 
bly and it shall be the duty of the teacher in general charge 
during the given week to read the Scriptures and to direct the 
work of the teachers assigned to take charge of the piano music, 
the singing, the assembly gymnastics, the victrola, etc. 

A suggested sequence for the daily program is the following: 

Salute to Flag and National Anthem. 

Reading of Scriptures. 

Song Instruction. 

Gymnastics. 

Dramatizations, victrola, pictures - stereopticon or moving. 

Brief talk by teacher in charge with reference to matter of 
school routine, current events, etc. 

The teachers are reminded that such opportunities to take a 
leading part in the conduct of the assembly enable them to obtain 
a variety of experience and to exhibit a degree of initiative and ac- 
complishment that are not possible under ordinary school condi- 
tions. 

b — Study period in auditorium. 

X School 2:00 to 2:30 (f "'.°'" S^°1^P' M°nd^y' Wednesday, Friday) 
(Junior 1 uesday, 1 hursday j 

Y School 1:30 to 2:00 (?^"i°'' ^''^^P' M°"dfy' Wednesday, Friday) 

(Junior 1 uesday, 1 hursday ) 

The half hour auditorium time shall be devoted exclusively to 
silent book study of such content studies as history, geography, 
reading, etc. No written application work shall be permitted in 
the absence of an appropriate hand rest. The classes shall be 
seated in such a manner as to permit the oiBcial teacher to pass 
freely among the pupils, to interrogate them with reference to 
the matter being studied. It shall be the duty of the official 
teacher to assign the work, and to quiz, as individuals, all pupils 
- especially deficient ones - as to their method of study and pro- 
gress in the work assigned. 

Occasionally the teacher in charge, or the Assistant to Prin- 
cipal, shall give short talks on the proper method of study of 
such subjects as spelling, history, geography, etc. 

The period is intended for quiet, intensive study under super^ 
vision. 



24 



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25 

c — Physical training and play in the gymnasium and park - as per 
schedule. 

The gymnasium time shall be devoted to the physical training 
time outlined in the syllabus supplemented by occasional basket 
ball games, socker games, and relay races. 

The special teacher of physical training will assist when nec- 
essary, but after a certain routine has been established, will not 
displace either of the two official teachers whose classes occupy the 
gymnasium during a given period. As rapidly as possible, the 
class teachers shall acquaint themselves with the necessary rou- 
tine connected with the use of the locker rooms, formations on 
the floor of the gymnasium, modes of entrance and dismissal, 
and then alternate with each other in giving instruction to the 
double class group. Such an arrangement will free the physical 
training teacher to assist frequently in the park where his serv- 
ices are generally needed because of the large number of classes 
reported there. 

The work in the park shall be conducted by the class teacher 
with the assistance of the special teacher of physical training and 
the park attendants. 

Close supervision shall be given to the safe-guarding of text 
books. A special pupil shall be detailed to look after the books 
of his respective class during the game period, and to make sure 
that no books are left behind when his class returns to the build- 
ing. 

During inclement weather characterized by low temperatures, 
rain, snow, wet grounds, it may be inadvisable to send pupils to 
bath, gymnasium, or park. Teachers are urged to use their best 
discretion in connection with this matter. While children pro- 
vided with good clothing and good shoes are benefitted greatly 
by outdoor work, children with broken shoes or insufficient 
clothing may be exposed to dangers under the same conditions. 
Teachers must study carefully their respective classes, and direct 
the attention of the principal, or hid assistants, to any unusual 
conditions. 

A clock face sign in the principal's office will indicate daily 
whether or not in the opinion of the principal the classes should 
remain indoors or outdoors, or whether or not the entire matter 
is left to the discretion of the teacher, 
d — Use of the public library: ? 

The library work shall be conducted under the direction of 
the head librarian, with the intelligent and active co-operation 
of the class teacher. Eventually the work may be so arranged 
that a limited number of pupils in each class during the library 
period may have the privilege of browsing among the books on 



26 _ 

the shelves and returning or withdrawing- books. For the 
present, however, the work must be carried on without the 
limits that library staff prescribes. 

During the lil^rary period, the teacher should quietly move 
among the pupils, instructing them as to library membership, 
manner of using a book in terms of index, table of contents, etc., 
and questioning them as to what is being read. The value of 
the period should be judged in terms of increased library mem- 
bership, larger circulation of library books, etc. 

The work in the assembly room of library shall be confined 
either to rehearsal of assembly contribution, or to work in read- 
ing or other oral English, such as memory gems, phonic drills, 
etc., with emphasis on loud, dramatic rendition, such as the 
conditions of the rdbm permit. In connection with such work 
distribute the class group so as to make them a real audience. 

Obviously the initiation of the alternating program in the 
various schools requires careful planning, not only on the part 
of the schools, but also on the part of the different agencies 
co-operating with the schools, and I, therefore, again take this 
opportunity to express my appreciation of the skill and effect- 
iveness with which this work was done. 

II — THE ORGANIZATION OF THE PREVOCATIONAL WORK 

After a decision had been reached as to the number and kinds 
of shops to be equipped, there presented themselves for solution 
a numder of problems with reference to 
a — Equipment of the various sliops 
h — The type of instructors to be employed 
c — The kind of covrse of study to he followed 
d — Administrative plans dealiny with the prevoeational schools 

as an efficient worJiinc/ organization 
Each of these topics will be briefly treated. 

a. Equipment of the various shops 

As soon as the type of shop was decided upon, as per schedule 
given on p. 18, Mr. George J. Loewy, Principal of the Murray 
Hill Vocational School, planned the shop equipment, bringing 
to bear on the said problem not only the results of his technical 
training as a mechanical engineer, but also the experience gain- 
ed as principal of a vocational school, supplemented by a valua- 
ble fund of information, gained through extended visits of the 
principal technical schools of Germany. Typical shop equip- 
ment decided upon and installed were the following: 



2? 




Electric wiring shop — Equipment: 
The most novel feature of the equipment was the installation of a 

double tier of six booths on the walls of which the pupils make their 

constructions. Moreover, the shop is provided with a work bench in 

the center of the room. 
The initial tool equipment consists of groovers, side cutting pliers, 
snips, screw drivers, tack hammers, braces, bits and chisels. 
The stock material supplied is approximately 80 lbs. of annunciator 
wire, 50 dry cells, 40 window springs, 50 buzzers, and other material 
including relays, bells, push buttons, door openers, etc. 



28 



Machine shop 

Equipment: 

In addition to the work-benches, the following machines 
were installed: 

One Springfield engine lathe - 14 in. 

One Star " " - 12 in. 

One South Bend " " - 13 in. 

One Monarch " " - 14 in. 

One Springfield shaper - 15 in. 

One Washburn sensitive drill press 

One Upright " " - 20 in. 

Two Blount speed lathes 

One power hack saw 

One Blount floor grinder 

One " tool " 

One blower 

The tool equipment consists of vises, files, calipers, dividers, 
pliers, micrometers and turning tools, and all the neces- 
sary machine tools found in the up-to-date machine shops. 
The stock consists of several hundred feet of cold rolled 
steel, flat, round and hexagonal, fifty feet of tool steel, 
and one hundred twenty feet of brass rod. 



29 




30 



Sheet-metal shop 
Equipment: 
In addition to work benches, arranged around the walls of the 
room and work bench in the center of the room, the following 
machines were installed: 

Stow's Improved square shears - 32 in. 

Hare's Patent cornice brake -37 in. 

Peck, Stow & Willcox slip roll former 

Improved i)atent grooving machine 

Champion sheet-iron folder 

Stow's improved bar folder 

C(»lumbian machines of each of the following types: burring, 

heading, edging, wiring, setting down, and turning. 
The tool equipment consists of soldering irons, hanuners, 
shears, punches, rivet sets, awls, steel rules, hand groovers, 
mallets, bench plate with full set of stakes, wire gauge com- 
passes, roofing tongs, and double burner gas furnaces for 
heating and soldering irons. 
Stock material consists of solder, tin plate and galvanized iron. 



31 




32 



Plumbing ^hop 
Equipment: 

Work-benches, including' a central work-bench 
10 gas furnaces and metal pots 
20 soldering outfits 
20 wiping: outfits 

6 hammers 
20 caulking tools, pipe cutting and threading tools, pipe 

wrenches, monkey wrenches, etc. 
The stock consists of lead, sheet lead and iron pipe. 



33 




34 



Sif/Ti painting 
Equipment: 

In addition to twelve draw in <j tables, the rear wall was 

equipped with a modern safety scaffold that permits the pupils 

to make wall signs under the best possible conditions that exist 

in the trade. 

The stock material consists of paints, oils, varnishes, white 

lead, alcohol, brushes, lettering pencils, colored cards, mill 

board and pulp board. 



35 




36 



Printing shop 
Equipment: 
The machine equipment consists of one printing press, 10x15, 
in. manufactured by Chandler & Price, and one paper cutter, 
26 in., made by the same firm. 
The other etiuiixnent consists of 

Approximately 280 lbs. of 8 - 12 point type, o. s. 
50 fonts display type 

1 imposing stone 
12 composing sticks 
100 pounds of leads and slugs 
5 cabinets for type cases 
In addition to the foregoing, a liberal sui)ply of paper stock 
was provided including envelopes, cut cards, and different 
varieties of paper including manilla, bond, French folio, 
super calendered, etc. 



^1 




Trade drawiju/ shop 
Equipment: 

20 drawintj- tables wen* installed, tooether with 40 drawinjr 
boards, 24 T-s(iuares, 40 triangles, and 20 sets of drawinjr in- 
struments. Blue-print paper, printinof frames, and appropriate 
drawing paper were also supplied. 



39 




40 



Joinery shop 
Equipment: 
The principal equipments were a circular saw for the use of 
the instructor in cutting- stock, and 10 double work-l)enches, each 
containing fourteen drawers and each e(iuii)ped with vises, steel 
dogs and malleable bench stops. 

Each bench is supplied with a set of 15 woodworking tools, 
and the shop cabinet contains collection of approximately 40 
different kinds of tools for joinery work. 

The stock equipment is appi-oximately 1900 feet of selected 
lumber including oak, chestnut and white wood. 



41 




42. 

{()) The type of indructofs to employ 

To secure tlie best type of instructors for the said shops, the 
l)rincipals sought to get into touch with prominent workers in 
the various trades, and also with such institutions as Pratt In- 
stitute, Brooklyn; and the Hebrew Technical School, Manhattan. 
Promising candidates were urged to apply to the Board of Exam- 
iners, supplying satisfactory evidence of at least five years' trade 
experience, and also to submit themselves to tests intended to 
evaluate their teaching ability and personality. Fortunately a 
numbers of factors, including the present business depression, 
enabled us to secure an exceptional group of instiuctors, not 
only very competent in their respective trades, but sufficiently 
epuipi^ed both as regards personality and teaching ability to 
insure high teaching standards in the shops. 

The following biographical data with reference to a group of 
shop instructors in one school will serve to illustrate the fore- 
going: 

Mr. B. Drawing instructor. Age - 28 years 

Graduate of the College of the City of New York. De- 
gree of B. S. 1907 

Graduate of School of Engineering, Columbia Univei'sitv, 
1912 

Draftsman for Mark & Mohl, 1909-1912; Braden Copper 
Co., Chili, 1912-1913 

Mining engineer for copper comi)any in Arizona, Oct., 
1913 -May, 1914: 

Teaching experience includes work in the summer schools 
of the city, and teaching experience in the manual train- 
ing shop of Public School 40 

Mr. S. Printing instructor. Age - 36 years 

Graduate of Public School and Evening High School 
Twenty years in printino^ trade, the last two years being- 
spent as assistant foreman for A. E. Dittrich & Co. 

Mr. M. Sheet-metal instructor. Age - 29 years. 

Graduate of Mechanics in the subjects of sheet-metal, 
pattern drafting and architectural drawing. 

Spent one year at the New York Trade School in the sub- 
ject of sheet-metal work. 

Spent ten years in the trade with George Morio & Son 
as apprentice, helper and journeyman. 

Mr. Mc. Electric wiring instructor. Age -30 years. 

Graduate of High School and graduate of Pratt Institute, 
Brooklyn, where he took courses in steam-engineering, 
electrical engineering, and trade teaching. 



43 

Employed in various capacities by the Riker Electrical 
Vehicle Co., the Diehl Manufacturing Co., and the 
Electro-Dynamic Co. 

Was the electrician in charge of the plant of the General 
Chemical Co., Bayonne, for eight years. 

Has had practice in teaching m the electrical laboratory 
of the Stuyvesant Evening High School. 
Mr. L. Instructor in drawing. Age - 34 years. 

Graduate of the Hebrew Technical, in 1889, and the 
Stevens Institute of Technology, 1907. 

Trade experience covering about eight years, with firms 
of architects, patent attorneys, and engineers. 

Has been connected with engineering enterprises since 
1900. 

His teaching experience extends over two years in even- 
ing school. 
Mr. K. Plumbing instructor. Age -31 years. 

Has taken work in mechanical drawing in the Mechanics 
and Tradesmen's Institute and is at present taking a 
course in theory and practice of vocational work at 
New York University. 

Has had fifteen years' experience in the trade as journey- 
man, master plumber, and superintendent of work. 
Mr. G. Machine shoi) instructor. Age -36 years. 

Graduate of the Stepney School, London, and the East 
London Technical School, and has credit for extension 
work at Oxford University. 

Has had about twelve years' experience as superintendent 
and factory manager for the Symms Magneto Co., and 
Hendel's Speedometer Co. 

Taught two and one-half years in the Stepney Parish 

School, London. 

The teachers required for the academic unit were teachers of 

the regular corps designated because of their special ability not 

only to interest adolescent pupils, but also to develop the course 

of study in relationship to shop studies. 

(e) The development of course of dudij to be followed 
While the matters of equipping the shops and securing shop 
instructors were underway, the problem of the Course of Study, 
was given serious consideration. After studying the work out- 
lined for schools of a similiar type in Pittsburg, Cleveland, 
Chicago, Munich, etc., aud carefully studying the work as plan- 
ned in such schools as the Hebrew Technical School, and the 
Saunders Trade School in Yonkers, we decided to follow the 
general plan indicated below. 

The school day, seven hours a day, five days a week. 



44' 

Distribution of school time daily, three hours shop, four hours 
academic. 

Distribution of total weekly time: 
Total time - 35 hours 
Shop time - 15 hours 

Academic time - 20 hours 

Distribution of academic time: 

English 5 hours 

Arithmetic 3 ' " 

History, geography 2 " 

Science 2 " 

Physical training, hygiene 5 " 
Related drawing ' 3 " 

By way of explanation, it may l^e stated that the three shop 
hours are not successive, and that some shop groups do not 
receive weekly three hours related drawing. 

While the pupils from most of the shops, such as sheet metal, 
machine, joinery, plumbing, etc., need such instruction, the 
said time for pu])ils in the printing group is devoted to additional 
instruction in English, and for the (larment Design Group to 
the study of color, and the production of textiles. Moreover, 
the pupils that take drawing as a trade subject, spend this time 
in visiting shops, thus l)ecoming acquainted with the various 
constructions that form the basis of their drawing work. 

Our fundamental problem will be fJte development of the academic 

material as a direct outgrowth of shop subjects and the shop instruction. 

Some of the methods suggested which are intended to insure 

such a development are indicated in the following typical 

instructions: 

The problem of making the academic instructions grow directly 
out of or relate itself directly to the shop instruction is one that 
will require intelligent co-operation of both the shop teacher and 
the academic teacher. To insure the rapid develoi)ment of ap- 
propriate material, please note the following: 

If the ])rogram permits, each academic instructor must spend 
one hour daily in the shops, and in all cases, he must si)end a 
total of five hours per week in the shops. During such time 
he should observe the work in progress, talk matters over with 
the pupil at work, and consult with the instructor if the oppor- 
tunity permits, with the object of finding what special phase of 
his technical subject is most needed in connection with the shop 
work. 

The aim of such visitation, etc., is not to base all academic 
work exclusively on shop work, but to make certain that the 
phases of academic subjects relevant to the shop work receive 



45 

proper attention. The German continuation schools have been 
remarkably successful in developing special curricula in relation 
to fundamental shop industries such as baking, shoemaking, etc. 

Obviously the science needed by the boys studying plumbing — 
ex. malleability, fusibility, and oxidation of metals, the physics 
of liquids including the actions of siphons, valves, faucets, and 
the elementary principles of sanitation differs from the science 
needed by the boys studying machme-shop practice in which the 
bulk of the problems presented deal mainly with the qualities of 
metals and the laws of simple machines. 

Again the geography instruction may be mot-e or less common 
to all the shop groups, but the emphasis on different topics will 
vary with the different sections. Thus, the discussion of forest 
areas should lead to lumber with the joinery section, and to the 
production of paper pulp with the printing section. It is not 
meant that these topics are treated to the exclusion of others, 
but with each section cei'tain topics will receive greater empha- 
sis with certain sections than with others. Again while all sec- 
tions will no doubt need common basic work in English, the 
pupils of the printmg group will need specialized instruction in 
spelling, punctuation, capitalization, sentence structure, etc. 
While each group should master the fundamental forms of bills, 
letters, etc., each shop group should pay special attention to the 
forms needed in its special line of work. In like manner, the 
different types of composition, narrative, descriptive, expository 
etc., should, if possible, relate to shop experiences and construc- 
tions. 

Such modifications of present teaching material will present 
many perplexing problems. But just to the extent that we 
gradually differentiate present unifoi-m material so that while all 
will get certain basic instruction in each subject, each shop group 
will also get the special matters which the trade work requires, 
we will be proving that concrete production and culture go hand 
in hand. As John Dewey has pointed out, "The education of 
the human race has been gained through the occupations which 
have pursued and developed. They have furnished the stimuli 
to knowledge and the centers around about which it has been 
organized. If occupations were made fundamental in education, 
school work could conform to the natural principal of social and 
mental development. In short there is nothing of science, his- 
tory, or art which educational experience has shown to be of 
worth, which an occupational education would not include." 

The principals feel that special text-books ought to be avail- 
able for the academic instruction and have recommended the 
listing of the following: 

Arithmetic: 
Walsh - Suzzalo - Business and Industrial Arithmetic, D. C. Heath & Co. 
Gardner & Muirland, Industrial Arithmetic " " '' 



46 



D. C. Heath & Co. 

D. C. Heath & Co. 

Longmans, Green & Co. 

Century Co. 



EnjJ'lish; 

Buhlig- Business English, 
History: 

Bourne & Benton - History of the U. S. 

Bogart- Economic History of the U. S. 

Forman -Stories of Useful Inventions 
Geo^rapli.v: 

Allen- Industrial Studies of U. S. Ginn & Co. 

Keller & Bishop- Commercial & Industrial Geography Ginn & Co. 

Carpenter- How the World is Fed American Book Co. 

" " " " Clothed 

" " " " Housed 

Science: 

Black Si Davis - Practical Physics Macmillan 

H.vi^iene: 

Tolman - Hygiene for the Worker American Book Co. 

Moreover the shop instructors have under way the i)reparation 
of a select list of reference books for use in tlie shops. 

In order to insure a certain degree of uniformity in planning 
the shopwork, the various instructors, after being given an op- 
portunity to visit the principal trade schools in and adjacent to 
New York City, met in conference and submitted tentative plans 
of work for the current term. The plans given on the following 
pages are submitted as ty|)ical, with the reminder that the aim 
and development of such plans is not to insure absolute uniform- 
ity, but to insure a certain degree of uniformity and detiniteness 
in the planning of a minimum amount of work. Such plans in- 
dicate only in an incidental way the work that will be inci'easingly 
demanded in connection with the fuller eciuipment of our shops, 
and certain phases of maintenance work that may be done either 
for the shop, or for the school, or for other departments of the 
Board of Education. 

Prevocational Work in the Various Trade Subjects as Reported by 
the Chairmen of the Different Trade Sections 

TENTATIVE COURSE IN .JOINEKY 

The first two problems are class exercises from start to finish. 
They are worked out step by step. Individual instruction is 
given in succeeding problems which, as far as possible and pi'ac- 
tical, call for the use of but one additional tool. Additional 
problems ai'e given according to the pupil's ability. 

Projects Illustratinq ' Shop-talks 

Construction of ap- Use of vise, smooth- Proper care of shop 
ing plane, rule, try- equipment; benches, 
s(iuareand l)acksaw. tools, etc. Defini- 
Use of brace and bit tions, proper care 
and use of hand 
tools 



])liances for joinery 
and other shops 



47 



Illustrating 

Common joints, such 
as butt, housed, end 
and cross lap. Use 
of hammer and chis- 
el. Use of mallet 
gauge, cross-cut and 
rip saw 

Use of hot and cold 
glue, hand-screws 
and clamps. Use of 
screw-driver, bit and 
gimlet bit 



Building details. 
Making, placing,and 
repairing of same. 
Use of bench dogs. 
Use of mitre box, 
block plane, ' and 
Rabbet plane 

Building details. 
Flat and raised pan- 
els. Tongue, groove, 
rabbet joints. Ma- 
chine work use of 
bevel and level 



Construction of pan- Dove - tailed joints 

eled cabinet with paneling setting of 

drawers hinges, lock and 

handles. Finishing, 

staining and varnish - 



Projects 

Shelves, racks, box- 
es bulletin boards 
and small problems 
for shops 



Repairing and con- 
struction of school 
furniture and equip- 
ment for shops 



Picture frames. In- 
terior house trim and 
moulding 



Construction of win- 
dow and frame, and 
door and frame. 



Shop-talks 

Definitions and use 
of tools. Laying 
out work. Selection 
and preparation of 
stock for different 
purposes 

Definitions and use 
of tools. Character- 
istics of different 
varieties of wood. 
When and where to 
use nails, screws, 
dowels and glue as 
fasteners 

Building details. 
Wood used in build- 
ing construction. 
Tools and wood- 
working devices 



Forms of construc- 
tion with regard to 
swelling, shrinking 
and twisting. Use 
of rods 



Laying out work. 
Selection of mater- 
ial. Stains, varnish; 
es. Hardware 



Pattern of machine Shrinkage, draft, 
bracket finish. 

Method of moulding 



Pattern of bracket Core work 
Pattern Split work 



Moulding, finishing, 
two par't flask and 
foundry methods. 
Seasoning of wood 
and use of shellac 

Moulding and core 
work 

Moulding 



48 

Tentative Course in Shops 

At a meeting of machine shop teachers held December 2, 1914, 
the following plan of work was drawn up, and we now submit 
the same for your consideration. We consider the following 
models the most practical for boys beginning the study of 
machine shop practice. 

Model No. 1 

Parallel clamp, consisting of two pieces of square steel and 
two pieces of round steel 

Operation 1 Use of power hack saw 
" 2 Filing end square in vise 

" 3 Use of shaper machine 

" 4 Use of center punch, hammer, dividers, 

square, scril)er, drilling holes for tapping; 
and also clearance holes for screws; turn- 
ing screws and knurling heads of same in 
lathe; use of hand dies in vise for thread- 
ing screws. This tool may be used to 
advantage in carpenter shop, tinsmith 
shop, and machine shop. 

Model No. 2 

Outside Stiff-joint calipers. This consists of a flat piece of 
steel cut 6 inches long, 4 inches wide, 1-16 inch thick. 
Operation 1 Use of hand hack-saw and vise 

" 2 Laying out shape of legs with dividers 

" .3 Spacing distance for drilling holes to the 

shape of the leg 
" 4 Filing the lines of radius, internal and ex- 

ternal 
" 5 Laying out and drilling holes for riveting 

" 6 Lathe work turning rivet and drilling washer 

" 7 Riveting countersinkmg 

This tool can be used Iiy pupil in connection with other work 
in shops or where accurate outside measurement is required. 

Model No. 3 
Center-punch made of tool lathe 

Operation 1 Cutting off steel in power hack-savr 

2 Straight turning in size 

3 Taper turning with use of compound rest 

4 Knurling in lathe with knurling tool 

5 Use of parting or cutting-off tool in lathe 
9 Hardening and tempering 
7 Polishing in speed lathe 



49 



This tool can be used hy pupils in various ways. 

Besides those above described, we have considered the adop- 
tion of the following- models, in connection with a twenty week 
term: 

V black; surface gaug-e; tri-square, and paperweight 

The operations for the manufacture of these models are simi- 
lar to those above described. 



TENTATIVE COURSE IN PRINTING 



Practical work 



Week 



Learning arrange- 
ment of alphabet 
in type case 
Making diagram of 
type case 

Memory tests in lo- 
cation of alphabet 
in type case 
Posture at case and 
holding stick 

Exercises in put- 
ting type into stick 
Technical terms: 

a. Used in com- 
posing room 

\>. Used in press 

room 
"Justifying" type 
into stick 
Feeding press 
without form 
(cards) 
Styles of type faces 

a. For use in text 

b. For use in dis- 
play 

Care of press 

a. Washing oif 
ink 

b. Oiling 
Exercises to devel- 
op speed and uni- 
formity of motion 
of hand between 
case and stick 



Shop talks 

Printing in educa- 
tion and commerce; 
in newspapers and 
periodicals 
Use of equipment, 
and material 



Care of leads, slugs 
and furniture. 
Rollers and inks 

Sizes of t3"pe and 
spacing material in 
picas and points 



Importance of care- 
ful distribution 



Typographical er- 
rors - their causes 



Correlation 
English 
Spelling 
Punctuation 
Capitalization 
Syllabication 
Abbreviation 
Paragraphing 
Proofreader's 
marks 



Mathematics 
"Casting off" 
copy 

Cutting paper 
Measuring type 
from galley 
proofs 



History 
Gutenberg and 
other early prin- 
ters 

Development of 
printing press 
and type 



Practical work 

Weeks 

4 Feeding press with 
to form (cards) 

6., Composition: 

""Straight matter" 
(Reprint) and dis- 
tribution. 

Correcting proofs 
with proofreader's 
marks 
Use of furniture: 

a. Wood 

b. Metal 
Feeding press 

(paper) 

7. "Overrunning" 
type: 

a. Narrower 

b. Wider 
Composition: 
"Straight matter" 
and distribution 

8. Stone Work: 

a. One - page 

forms 

b. Two - page 

forms 

c. Four - page 

forms 

9 Composition: 
& Simple commerical 
10. forms 

Press Work: 

"Make ready" of 

small commercial 

forms 



Shop talJis 

Different types of 
printing presses, 
Avoiding "false mo- 
tion" in setting type 



Correlation 



Hand lettering 



Different kinds 
type cases. 



Type making- 



Bookbinding 



Paper - making 



of 



Display composition 



Cylinder presses 



TENTATIVE COURSE IN PLUMBING 

1. Soldering a seam on sheet lead 

2. Making a cup joint on lead pipe, by means of a soldering- 

iron 

Size of pipes from Ij^ in. to 2 in., inclusive of both sizes 



51 

3. Making a bit or overcast joint on lead pipe. Size of pipes 

from 1/^ in. to 2 in., inclusive of both sizes 

4. Making and putting on lead tacks on lead pipe 

5. Wiping a % in. horizontal round joint on lead pipe 

6. Wiping a % in. horizontal branch joint on lead pipe 

7. Wiping a %, in. upright round joint on lead pipe 

8. Wiping a % in. upright branch joint on lead pipe 

9. Cutting and threading screw pipe to measure 

10. Cutting and caulking cast iron pipe 

11, Joint wiping to be continued on l]^ in., 1]4 in., and 2 in. 

lead waste pipes 



TENTATIVE COURSE IN ELECTRIC WIRING 



Sho}) work 
Weeks 

1 Electric Wire 
to joints: properly 
4. made, soldered and 
taped 

Simple bell cir- 
cuits: vibrating « 
bells and buzzers 
in parallel 
Running exposed 
wiring for bells 



Shop talks 
Economy in the use 
of material and la- 
bor time 
The Time sheet 
Bell parts, buzzer 
parts and connec- 
tions 

Batteries: The dry 
cell, its construction 
and advantages; the 
sal-amoniac liquid 
cell, where used, 
how charged and 
maintained 
Types of open, short 
and grounded cir- 
cuits, their discov- 
ery, removal, causes 
and their effects, 
prevention 
Reading the supply 
catalogue 



Related work 
Spelling of 
terms used 
Composition: 
brief descrip- 
tions of projects 
Arithmetic 
History: assign- 
ed reading 
Geography: 
Natural source 
of materials 
Sketches 



Shop work 
Weeks 

5 Single stroke bells 
to Vibrating bells in 
8. series 

Multiple bells 
Changing tone of 
bells in groups 
Running concealed 
wiring for bells 



52 

Siwp talks 

Types of Terminal 
connections, their 
use, preparation, 
care and the ijroper 
methods of attach- 
ing wires 

Selection and use of 
push buttons with 
double and triple 
contacts 

The strap key and 
its advantages. The 
use of multiple point 
lever switches, and 
the proper attach- 
ment of wires to 
points 

Consulting the Elec- 
trician's handbook 



Related work 

New assign- 
ments in above 
subjects 

Drawing: sym- 
bols and their 

uses 

Science; electro- 
magnetism 



9 Annunciators 

to Drops 

11. Constant ringing 
attachments 
Burglar alarms: 
closed circuit and 
open circuit 
Wiring for closed 
circuit systems 



Types of annuncia- 
tors, their construc- 
tion and advantages. 
Repairing same 

Automatic drops 
and constant ringing 
attachments 

Method of cabling 
wires, types of 
cables, and methods 
of tracing and mark- 
ing wires in cables 
Description of bur- 
glar alarm appara- 
tus-window and 
door spring; sundry 
attachments 
The closed circuit 
battery bell, its prin- 
ciple care and meth- 
od of charging. 



New assign- 
ments in above 
subjects 

Drawing: simple 
floor plans. 
Science: conduc- 
tors and insula- 
tion 



53 



TENTATIVE COURSE IN POWER MACHINE WORK 



Shop problems 
Week 
1. Shop apron of un- 
bleached muslin to 
be worn in shop 



Shop talks 

The machine and its 
construction. Oil- 
ing - card - setting- 
of parts. Danger - 
result of inattention 



Related work 

English 
Spelling words 
used during 
term 

Composition 
Headings given 
as (The Power 
Machine) 
(Describe in 
steps the making 
of, a garment) 



Envelope bags of Various seams and 

unbleached muslin uses. Biases - hems. 

to keep work in Value of garment 

making. Neatness 

accuracy and speed 



Letters 
Ordinary samp- 
les of mater- 
ials, prices and 
width 

Complaints that 
goods have not 
been received 
Applications for 
positions 



3. Child's gingham Planning andcutting 

dress. Scolloping with as little waste 

machine introduc- as possible. Tex- 

ed and practiced tiles materials - cost 



Mathematics 
Industrial in- 
vestments - trade 
problems - trade 
incomes; buying 
and selling; pro- 
fits and loss 
Billing goods to 
the trade, and 
sweat shopwork 



History 

4. Child's flannel Difference in con- Textiles and in- 

nightgown with struction of special ventions 

scolloped collar machines from plain Geography 

Hemstitching ma- sewing ones Commerical and 

chine introduced industrial 
and practiced 



54 



Shop problems 

Weeks 
5. Child's Hiinnel pet- 
ticoat 

Scolloped ruffle 
Embroidery intro- 
duced and practiced 



Shop talks 

Gussets -ruffles - col- 
lars, bands, l)indings, 
facings with use of 
machine attach- 
ments 



Related work 
Brawinij 
Desi<?ns made 
to use on special 
machines 
Sketches of gar- 
ments finished 



6. Child's drawers of General review of 
muslin garments made and 
Ruffles hemstitched principles involved 
and tucked All machines 
Straw machine 

taught 

7. Fancy apron of 

lawn using one of ,, 

three special or 
baby dress of 
cambric 

8. Girl's princess slip 

using special ma- " 

chines 

9. Middy blouse " 
10. Finishing all jobs " 



Hats for straw 
machine 



TENTATIVE COURSE IN DRESSMAKING 



Shop problem H 
Weeks 
1. Bag 



2. Apron by 
square or 
buttonhole 



3. Fl 



Flannel or 
petticoat 



hand 
round 
model 

muslin 



Shop talks 

Correct position 
when sewing 



Intelligent use of 
tools 



Habits of accuracy 
and neatness in 
work 



Related work 
English 

Composition, 
spelling, letter 
writing, busi- 
ness forms, tex- 
tiles 



Mathematics 
Percentage dis- 
count, profit 
and loss 



55 



Shop problems Shop talks 

Week 
4. Bloomer's circular Textiles 
or plaited 



5. Infant's dress 



Care of machine 



6. Nightgown, muslin Cutting by pattern 
in detail 



7. Drawers or corset- Economy in buying 
cover. good material 

8. Skirt, 3 piece Fitting- 
gored 



9. Middy blouse 



10. 



Kequisitions 



Review 



Related work 

Applied prob- 
lems 

Methods of 
sending money 
Common frac- 
tions 

History 

Geography 
Weaving, tex- 
tiles. Period of 
fashion 

Civics, home of 
raw materials 

Commerce and 
Industries, 
New York 

Drawing 

Designs, con- 
ventional and 
geometric 

Figure study 



TENTATIVE COURSE IN NOVELTY WORK 



Shop problems 
Week 
1. Stitches 



Round pin ball 
Needle case 



2. Sewing bag 



Shop talks 

Stitches used in nov- 
elty sewing. 
Accuracy in work 



Care in handling 
and cutting mater- 
ials 

Care of machines, 
use and construc- 
tion 

Cutting cardboard 
Use of paste 
Care of tools 



Related Work 
Composition 
Headings: Ma- 
chines; materials 
Description of 
articles made in 
class 

Spelling words 
used in classroom 

Arithmetic 

Problems, of cut- 
ting 

Baying and sell- 
ing 

Profit and loss 
Cost of articles 



56 





Shop problem.^ 


Shop talh.^ 


Related work 


Weeks 






3. 


Opera bag 


Different materials 
and trimmings used 
in the trade 


Hidory 
Geofiraphjj 


4. 


Collar bag 


Talk on bags 


History of ma- 




Bag with founda- 




chines and ma- 




tion box 




terials 
Women's work 


5. 


Sewing box with 
bag top 




Drawing 


6. 


Pin cushions 




Designs to use 




Lamp shades 




on bags and in 
cutting boxes 


7 


Sample books 


Styles of samples 




to 


Mounting of sam- 


Material used 




10. 


ples 


Different styles of 






Making of boxes 


boxes 






Bookbinding 







TENTATIVE COURSE IN SIGN PAINTING AND LETTERING 

Weeks {Shop work) 

1 (A) Study of brush 
to (B) Examination and study of card board 
9. (C) Use of brush 
(D) Initiating strokes 
{Fj) The single stroke 

(F) Mixing colors 

(G) Use of important colors 
(H) Two-color work applied 

{Shop talh^) 

(A) Value (jf sign painting and lettering 

(B) How to handle the brush 

(C) Kinds of brushes 

(D) Meaning of "Single Stroke'' 

(E) Meaning of "Ply" used with reference to paper and 

cardboard 
(F). Color and its consistency 
(G) Two-color work 
(H) Use of important contrasts 
(I) Complementary colors 
(J) "The artistic eye" 
(K) Matching colors 



■ 57 

{Related ivorh) 

(A) Composition and spelling 

(B) Technical words and terms used in sign-painting and 

lettering 
** Geography: Source of chemicals used on sign painting 

and Science Primarj^ colors : color combinations 
** Arithmetic: Use of rule, approximations 

Problems involving: cost of stock and 
tools, areas, perimeters, etc. 

TENTATIVE COURSE OF STUDY IN TRADE DRAWING 

A. Practice in the use of the T-square and triangle 

B. A series of exercises covering the following: 

1 - "Straight line" objects, the lines of which are at right 

angles 

2 - "Straight line"" objects of which some of the lines are 

at 30 degrees, 60 degrees, and 45 degrees 

3 - "Straight line" objects introducing the use of "dotted" 

lines 

4 - "Straight line" objects of which no lines are parallel 

to each other 

5 - Review of "straight line" objects by giving the pupil 

a blue print of a perspective drawing of a • simple 
object (such as a table, etc.) and requiring a work- 
ing drawing thereof 
C Practice in drawing circles 

D. A series of exercises covering the following: 

1 - Simple circular objects 

2 - Objects contai'ning circles tangent to straight lines 

3 - Objects containing circles tangent to circles 

4 - Objects bringing out the use of "cross-sectioning" 

5 - V and square threads 

E. Working drawing from freehand sketches made by the pu- 

pils in the machine and other shops 

F. Inking penciled drawing, tracing and reading of blue prints 

G. Making assembled and detail drawing from blue prints of 

machine parts 
H. Spur and bevel gear 
I. Worm and wheel 

NOTE — Drawings to illustrate the steps suggested may be sketched on the type- 
written sheets, or, if preferred, blue-prints may be furnished for same 

Shop talks 
1. Aside from the talks which are directly related to the 
draughting work of an exercise, there will be a 10 or 15 
minutes talk everyday (if advisable) on the use of the ob- 
ject and its relation to other parts, - the method, or meth- 
ods used in the manufacture of the object, etc. 



58 

2. General talks on such allied subjects as: 

Hard and soft wood and their relation to the trades 

3. Copper, steel, brass, iron, aluminum, and other metals and 

alloys used in the building of machines 

4. Patternmaker, moulding and foundry work 

5. Machine shop practice as it is related to the draughting 

room, etc. 

(fJ) Administrative Plans dealing with the pr evocation al schools as 
an efficient working organization 

In order to insure a certain uniformity of aim and practice in 
the diiferent schools of the group, numerous conferences have 
been held with reference to different phases of the work. 

Without discussing these matters in detail, I will simply give 
a brief resume of my second conference with the shop instructors 
held December 2, 1914, m the auditorium of Public School, No. 
62, and also some of the interesting forms that have been devised 
to enable us to keep an accurate record of the work done. 

Resume of Conference: 

I. Point of view with reference to shop teachers' attitude 
towards work. 

a — It is expected that you will display the same intelligence 
and effort in making yourself efficient trade teachers as you 
displayed in making yourselves efficient journeymen in your 
particular trade. 

b — As substitute shop teachers, your tenure of service is not 
permanent. You are really on probation for one year. 
Therefore, during this trial year, you should do your utmost 
to perfect yourself in your work, so as to insure a regular 
license and a permanent position. In this preparation, the 
principals will give you as much help as they possibly can, 
but success on your part implies diligent effort, careful think- 
ing, and continuous, intelligent co-operation with each other, 
and with the regular teachers of the school, 
c — From time to time, you will receive criticism of your teach- 
ing ijractice, and such criticisms should be considered in the 
light of constructive suggestions that will enable you to im- 
prove your work. Give all such criticisms careful thought, 
and feel free to consult with your principal with reference 
to any phase of the work criticised, or with reference to any 
phase of the work that presents difficult problems to you. 
d — Your work will be judged in terms of the following points: 
1. Intelligent effort. This implies careful planning of your 
work by weeks and by days, thoughtful consideration of the re- 
sults of each day's teaching and systematic management of 
classes. 



59 

2. Effective control of class. While discipline or control 
is relative to the work in hand, and therefore the discipline of 
the shop differs from that of the average classroom, it should 
be evident that in order to msure efficient work, the loose con- 
trol of the commercial shop must be replaced by a more definite 
system which has for its aim the control of 12 to 20 immature, 
unskilled workers, lacking in the power of self direction that 
may reasonably be expected of adult workers. Poor control by 
the shop instructor will be evidenced by numerous accidents, 
theft of stock or tools, waste material, unsupervised shop while 
pupils are in them, unnecessary talk and movement by pupils, dis- 
orderly or delayed entrances or dismissals, and, in general, a 
lack of system or shop routine that is necessary in order to in- 
sure interesting, economical work on part of pupils. 

3. Co-operation with shop teachers in one's own school, 
and in other schools, and with the teachers of the academic sub- 
jects in the prevocational group. The aim of such co-operation 
is to insure a certain uniformity in aim and procedure that is 
not inconsistent with a variety of work such as may be demand- 
ed by local conditions or .prompted by the peculiar talent of 
either the instructor or the pupil. 

II. Development of the Course of Study 

a — It may be advisable to suggest that our aim is neither man- 
ual training, as the term is ordinarily understood, nor main- 
tenance work to reduce the cost of supplies or to help in the 
upkeep of the schools. We should aim not only at gradua- 
tion of work that will insure gradual advance in technical 
skill, but also at methods of work and at a final product that 
will make the pupil feel that his work is such that it would 
have real value in the open market and has been produced 
under trade methods of production. 

b — Span of the work. 

For the present, plan enough work to carry the pupil 
through the remainder of the present term, which ends the 
last week in January. It has already been suggested that 
pupils who have selected a course, and who do satisfactory 
work in that course, will be allowed to continue therein as 
long as they find it profitable. Ultimately they may pass 
from the pre-vocational to the vocational school in which 
latter place they can secure a more complete knowledge of a 
particular trade. At the end of a reasonable time, to be de- 
termined by the principal and the instructor, the pupil who 
fails to show fitness for the shop subjects selected, may be 
transferred to another shop in order that he may discover 
just what ability he has. However, although such shifting 
from one shop to another will occur, your plan of work 
need not now take such matters into consideration. 



60 . 

c- Plan your course of study with reference to present equip- 
ment. Phases of your specialty for which you have no 
e(iuipment cannot be taught. At later conferences, you 
may submit plans for additional equipment and for addition- 
al supplies. 
III. Academic Course of Study for the Prevocational School. 
The content of the different academic subjects - arith- 
metic, English, science, etc., - should be the direct outgrowth of 
the shop work. In other words the academic teacher of English 
should teach the type of English work needed in the various trades; 
the teacher of mathematics should teach the mathematics involved 
in the different trades, etc. Therefore, it should be obvious that 
the shop instructer has a very important part to play in the 
development of the course of study. While it is true that 
the academic teacher will have opportunities to visit the shops, 
he can hardly be expected to know just what phase of mathemat- 
ics, English, science, etc., is demanded in the work of these 
shops. The shop teacher must discover just what phases of these 
subjects are needed in his work. He must report weekly to the 
academic teachers, just what arithmetic, spelling, etc., came up 
in connection with the work covered during the week in order 
that the teacher of academic subjects may handle the same topics 
in more thorough and more intensive ways. 

The shop teacher shall devote approximately one of the three 
hours that each shop group receives daily to so-called shop talks. 
During this time, the teacher should explain the theory underly- 
ing the work to be undertaken, illustrate by actual doing, etc., 
phases of the work to be done, and also develop on blackboard, or 
otherwise, the arithmetic, the science, the spelling, etc., which 
he, as a worker in the trade, knows to be necessary for intelli- 
gent work. On the basis of such work done during the shop 
talk period, together with an inspection of the character of the 
work done during the remainder of the daily assignment, the 
shop instructor ought to be able to report back to the academic 
teacher that a phase of English work, or a topic in science or 
geography, or a type of calculation in arithmetic ought to be 
the work of the shop group in the academic room. When the 
work is well under way, some of the shop talk periods may be 
reserved for visits to parts of the school plant, to outside shops, 
or to witnessing moving picture films illustrative of the differ- 
ent industries. 

Further detailed instructions with reference to such co-opera- 
tion between the shop men and academic instructors will be 
issued by the principals. 
Forms adopted 

The several forms given below were adopted after careful 
discussion, and are in use in all the schools of the group: 



61 



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65 




MZZmer^— Equipment : 7 tables, 20 chairs 
Tools used in Shop 

Scissors, milliner's plyers, electric iron, thimbles, feather curling Icnife 
Various kinds of stock used 

Brace wire, tie wire, ribbon wire, lawn, flannel (Canton), buckram -black and 
white - silkoline, tarlatan, measures - tape; needles, threads- Kerr's, straw 
braids, velvet, ribbon, flowers, feathers 



m • 

Power Machine Shop 
Equipment: 

The equipment consists of 

10 Plain sewin": machines (No. 95-1) 

2 Straw hat machines (No. 25-55) 

1 Embroidery machine (No. 17-W-12) 

1 Hemstitching machine (No. 72-W-19) 

1 Scalloping machine (No. 115-W-1(X)) 

2 1 H. P. Motors 

Necessary chairs, tables, and boards, auxiliary to ma- 
chine equipment 
Tools used in shop: 

a. Tools in general 

Screw drivers, oil cans, scissors, shears, sewing ma- 
chine needles, sewing needles, thimbles, pins, and tape 
measures 

b. Special tools or attachments 

Hemmers, gatherers, and tuckers in connection with 
plain sewing machines 
Interchangeable feet in connection with straw hat machines 
Interchangeable plungers in connection with hemstitching 

machines 
Adjustable cam in connection with scalloping machnie 
Hooi) in connection with embroidery machine 
Wrenches i>eculiar to each special machine 
Electric iron complete 
Various kinds of stock used: 
Cotton 
12000 yd. spools of No. 60 and No. 70 in white, blue, and 

red, for plain sewing machines - 6 ply 
12000 yd. spools of No. 70 white, glazed, - 3 ply for straw 

hat machine 
12000 yd. cones of No. 120 white for hemstitching machine 
12000 yd. cones of filling cord for scalloping machine 
^ lb. cones of mercerized for scalloi)ing covering 
thread, and also emlji-oidery nrachine 
Materials: 

Ginqham, striped, checked, and plain coloi's 

Flannel, strii)cd blue and sti-ii)ed pink, and plain white 

(half wool and cotton) 
Mudin, unljleached and white 
Londsdale, Cambric 
Lawn, 40 in. Apron lawn 
Union Linen, a cotton imitation of real linen 

Tape, buttons and general tools mentioned before— (tape 
measures, pins, scissors, etc.) 
Course Canton straw for hats 



67 




68 



DressmaMng Shop 
Equipment: 

Tlie equipment of the dressmaking shop is as follows: 
7 Singer sewing machines and attachments 
6 3 ft. X 8 ft. deal tables 
22 plain straight back chairs 

Tools used in shop: 
1 electric iron 
24 5 in. point scissors 
400 No. 6, No. 7, No. 8 needles 
1/^ gross thimbles 
4 doz. tape measures 
1 doz. 8 in. point shears 
14 doz. buttonhole scissors 

Various kinds of stock used: 
20 yds. gingham, plain blue 
" " '' " green 

", " " " pink 

" " " blue and white stripe 
" " " pink and white stripe 
45 " apron lawn 
50 yds. flannel, blue and white strii)e 
■* '"' "' i)lain white 
linen, Union, white 
" '" long cloth, white 
" "" muslin, unbleached 
" " cambric 
'^ " silesia 
" " percaline 
20 gross hooks and eyes 
6 doz. buttons (pearl) 
2 boxes ea. cotton Nos. 40, 50, GO, 70, 80 and 1)0 
2 boxes ea. colored cottons - cardinal, l)lu(' and green, N()>. 40, 
50, and 60 



6^ 




TO 



/ 

Novelty Work Shop 
Equipment: 

8 Tables, 24 chairs, Teacher's desk, sample cutter, paper and 
cardboard cutter, paste dishes, waste basket, 2 glue pots, 
6 oval blocks, and 13 paste boards 
Tools used in shop: 

Shears, scissors, rulers, pencils, paste brushes, g'lue brushes, 
and punch 

Various kinds of stock used: 

Cardboard (straw, pulp, mounting') 

Paste (library) 

(pai^er) 

Flannel - spool silk 

Glue, mucilage. Palmetto, moreen 

Cretonne - mull, China silk, muslin 

Unbleached muslin, caml^ric, sewing cotton, needles, pins, 
thimbles, wadding, ribbon, floss, laces, Holland muslin, 
glazed, Manila and Kiel paper, and Pebblegrain 



Home-making Class 
E^iuipment: 

At present there is no equipment for home-making. For 
that reason the course is severely handicapped. The eciuipment 
will consist of a four-room apartment - kitchen, living room, bed- 
room, and bathroom - furnished with inexpensive but durable 
furniture, and with dishes, linen, etc., for a family of six. 

{See plate - page 72) 



n 




72 




73 



TENTATIVE COURSE IN HOMEMAKING 

The Course of Study in Homemaking includes cooking, laun- 
dry work, home nursing, home decoration, care and feeding of 
children, marketing, planning of meals, household sanitation, 
personal hygiene, all kinds of cleaning and the study of food 
values. It is so planned that where the proper equipment is 
installed, the classes will learn each activity by actually doing 
the work. The theory will be taught incidently as the need of 
it is felt by the class. Ample provision has been made in the 
course for drill and review, so that at the end of the course, 
each girl should be proficient in each branch of homemaking. 

Correlation: 

Homemaking has many points of contact with the academic 
subjects, but is allied particularly with science, English and 
mathematics. 

Science — Study of bacteria, yeasts and molds 
Heat - conduction, connection 

Effect of heat on solids, liquids, and gases 
Chemistry of baking powder 
Chemistry of laundry work 

Removal of stains 

Soap making 

Bleaching 
(Above are a few of the possible correlations) 

English — Spelling words 

Common grammatical errors 
Composition 

Mathematics — Cost of meals calculated 
Cost of recipes calculated 
Dietary calculations 

History and geography — Production and preparation for market 
of various foods, such as flour, sugar, coffee, tea, co- 
coa, etc. 

Co-operation: 

The power machine shop and novelty work shop have done 
things for the homemakers, but the homemakers so far have 
been unable to reciprocate; example - Novelty workers have made 
covers for the homemaking noteljooks. The Homemakers bast- 
ed hems in curtains. These were hemstitched in the power ma- 
chine room, and are to be stencilled in the drawing classes. 

The opportunity for co-operation between the kitchen and 
homemakers is continuous. 



74 

Maintenance: 

Brass faucets in halls of school arc polished by the Home- 
makers, and various articles owned h.^• the teachers are kept 
briirhtl.v polished by the classes. The science teacher sends a 
j>()()d deal of apparatus which the yirls clean and polish durinjt*' 
their lessons in cleanin;^? of metals. 

Homcmakers have assisted the girls in the Cookinj^ classes in 
washing and ironing aprons and envelopes from the Power Ma- 
chine and Dressmaking shops. 

Value of the work: 
Practical — Not a thing is learned that cannot immediately be 

applied in the every day home and school life of the 

child. 
TliorounJi — There is time for rcpitition and drill -which were 

lacking under the former regime. 
Motivates itself — There is no problem of maintaining interest, 

as all the teacher has to do is to utilize the interest 

already there. 
Girls are taught to think — No girl can dej)end upon someone else 

to do her thinking, she has to think for herself, and 

she enjoys the sensation of constructive thinking. 
Gives (/ill who is slow mentally an opportunity to excel — Many 

girls who are backward in academic subjects do the 

best manual work, and it gives them self-confidence 

which before they lacked. 

HEALTH WORK 

The longer school day and the increased pupil activity have 
increased tlu; need for all measures for upbuilding the health 
and physical stamma of the pui)il, including physical training, 
hygiene and medical inspection. 

One hour a day is allowed for physical training and the teach- 
ing of hygiene, and for this special teachers have been assigned. 

The correction of posture with formal gymnastics has a prom- 
inent place in this work, and ami)le opportunity is j^iven for 
daily recreative exercise. This includes athletics, team games,- 
and folk dances. 

A record is kept of each pupiPs achievements in most of these 
activities, with the idea of interesting him in his own develop- 
ment, and of reaching a desirable standard. 

The instruction on hygiene is particularly adapted to the pres- 
ent and future needs of these vocational workers, a special 
CO urse on hygiene for the worker being given them. 



75 

For the formation of habits of personal cleanliness, a daily 
morning inspection of each pupil is made. Besides detecting- 
and correcting cases of uncleanliness, this inspection serves to 
discover and isolate early cases of acute, contagious diseases. 
It also stimulates co-operation between the home and the school, 
and tends to improve sanitary conditions in the community. 

Effort is made not to allow the "Morning Inspection" to be- 
come a mechanical routine, but by energetic, stimulating com- 
ment to the individual pupil, by appeal to class pride, and by 
various class and inter-class competitive measures, it is made an 
active means of impressing the class with the importance of 
cleanliness and its relation to good health and success in life. 

Simple tests are made to discover defects of vision, hearing, 
nasal breathing, teeth, and nutrition. Methods are employed 
not only to find those children who have physical defects, but to 
induce their parents to put them promptly under treatment, and 
so affect a cure when a cure is possible. 

It is expected that these health activities in the prevocational 
schools will be productive of much good. 



76 



4^ 2 




77 




arid 'Tk^c 

terngkins S^, \Aki^'i - Christe 





CHART SHOWING RELATIONSHIP OF SOCIAL AGENCIES TO THE SCHOOL, AND THE 
MOVEMENT OF THE PUPILS FROM THE SCHOOL TO SUCH AGENCIES 



7S 

In conclusion, I beg to report that the reorganization of the 
five experimental schools have been completed. 

The characteristic features of this reorganization are: 

Introduction of the two-unit school 

Extension of play activities 

Lengthening of school day 

Co-operation of public libraries, park, and neighborhood 
activities 

Wide use of auditorium 
Equipment of shops 

Introduction of prevocational training for pupils of the 
seventh and eighth-year grades 
8. Shop visitation by pui)ils of lower grades 

The following table shows the number of pupils taking pre-vo- 
cational training in the experimental schools: 





Manhattan Brooklyn 


Queens 


Man. 


Bkhjn. 


Total 




P.S. 


P.S. 


P.S. 


P.S. 


P.S. 


P.S. 


P.S. 




Subject 


64 


95 


65 


158 


85 


62 


162 




Machine shop 


29 


30 


28 


29 


19 


16 


_ 


151 


Sheet metal 


30 


34 


35 


- 


29 


24 


- 


152 


Electric wiring 


















and installation 


78 


74 


77 


74 


24 


19 


- 


346 


Plumbing- 


32 


32 


38 


30 


20 


- 


- 


152 


Printing 


39 


34 


40 


27 


22 


- 


- 


162 


Sign painting 


30 


- 


- 


- 


- 


- 


- 


30 


Trade drawing 


36 


73 


20 


30 


23 


- 


- 


182 


Woodworking- 


33 


34 


38 


13 


23 


18 


- 


159 


Garment design 


39 


- 


- 


- 


- 


- 


- 


39 


Bookbinding 


- 


- 


36 


- 


- 


- 


- 


36 


Millinery 


- 


- 


41 


28 


26 


25 


31 


151 


Dressmaking 


- 


- 


39 


28 


28 


15 


37 


147 


Power machine 


- 


- 


36 


21 


23 


14 


34 


128 


Novelty work 


- 


- 


41 


27 


21 


20 


34 


143 


Homemiiking 


346 


311 


469 


28 
335 


28 
286 


151 


35 
171 


91 




2069 



Respectfully submitted, 

W. L. Ettinger, 

Associate City Superintendent 



79 




80 





PARCNTAU SCHOOL PRESS 



